ABSTRACT Play' and 'Place' are two increasingly prominent 'theore... more ABSTRACT Play' and 'Place' are two increasingly prominent 'theoretical' terms in outdoor education for young children, however there has been little empirical research to inform a 'play‐place-responsive' approach and programming design for outdoor educators. This research investigated, how and in which ways, young children respond, or do not respond to the Open Green Minds (OGM) programmes. Field notes were recorded by six researchers (who were also the designer of the OGM programmes) observing 302 young children in the programmes. The observations sought to capture stories of lived experience of the young children and these stories of learning experiences were interpreted and themed. Heuristic contributions were drawn from the researcher's own journal and observations. This study made three significant contributions. Firstly, it proposed eight design principles for educators on how to make outdoor learning 'stick' for young children. Secondly, it recorded and reflected pedagogical issues for the broader outdoor education community to consider if a 'play‐place‐responsive' pedagogy approach is to be realized, particularly in the context of urban outdoor education setting such as Singapore. Lastly, this study reflected a play-place paradigm, and a commitment to methodological approaches most suitable for such study to be incorporated into future approaches to research in outdoor education.
It is commonly claimed that outdoor adventure programmes produce positive changes in participants... more It is commonly claimed that outdoor adventure programmes produce positive changes in participants by exposing them to adventure activities designed to encourage self-discovery and character building. Previous studies have focused on the impact of rehabilitative adventure therapy programmes and adventure education programmes for male dominated or coed environments, however little is known about girls' motivations for participating in adventure educational programmes and their associated outcomes. The purpose of this study was to examine the effectiveness of a five-day Outward Bound course among young, female secondary students in Singapore. A total of 149 female students aged from 13 to 16 years from a single cohort took part in the study. Results showed that the course had positive impacts on the participants' social skills, interpersonal skills, leadership, and self-esteem. The effect sizes ranged from .24 to .64, which were consistent with the moderate change of previous...
It is commonly claimed that outdoor adventure programmes produce positive changes in participants... more It is commonly claimed that outdoor adventure programmes produce positive changes in participants by exposing them to adventure activities designed to encourage self-discovery and character building. Previous studies have focused on the impact of rehabilitative adventure therapy programmes and adventure education programmes for male dominated or co- ed environments, however little is known about girls' motivations for participating in adventure
This article presents the ongoing study that examined the effectiveness of a five-day Outward Bou... more This article presents the ongoing study that examined the effectiveness of a five-day Outward Bound course in Singapore among young, 149 female students aged from 13 to 16 years. ... The researchers also intend to investigate the motivational predictors of the participants' ...
ABSTRACT Play' and 'Place' are two increasingly prominent 'theore... more ABSTRACT Play' and 'Place' are two increasingly prominent 'theoretical' terms in outdoor education for young children, however there has been little empirical research to inform a 'play‐place-responsive' approach and programming design for outdoor educators. This research investigated, how and in which ways, young children respond, or do not respond to the Open Green Minds (OGM) programmes. Field notes were recorded by six researchers (who were also the designer of the OGM programmes) observing 302 young children in the programmes. The observations sought to capture stories of lived experience of the young children and these stories of learning experiences were interpreted and themed. Heuristic contributions were drawn from the researcher's own journal and observations. This study made three significant contributions. Firstly, it proposed eight design principles for educators on how to make outdoor learning 'stick' for young children. Secondly, it recorded and reflected pedagogical issues for the broader outdoor education community to consider if a 'play‐place‐responsive' pedagogy approach is to be realized, particularly in the context of urban outdoor education setting such as Singapore. Lastly, this study reflected a play-place paradigm, and a commitment to methodological approaches most suitable for such study to be incorporated into future approaches to research in outdoor education.
It is commonly claimed that outdoor adventure programmes produce positive changes in participants... more It is commonly claimed that outdoor adventure programmes produce positive changes in participants by exposing them to adventure activities designed to encourage self-discovery and character building. Previous studies have focused on the impact of rehabilitative adventure therapy programmes and adventure education programmes for male dominated or coed environments, however little is known about girls' motivations for participating in adventure educational programmes and their associated outcomes. The purpose of this study was to examine the effectiveness of a five-day Outward Bound course among young, female secondary students in Singapore. A total of 149 female students aged from 13 to 16 years from a single cohort took part in the study. Results showed that the course had positive impacts on the participants' social skills, interpersonal skills, leadership, and self-esteem. The effect sizes ranged from .24 to .64, which were consistent with the moderate change of previous...
It is commonly claimed that outdoor adventure programmes produce positive changes in participants... more It is commonly claimed that outdoor adventure programmes produce positive changes in participants by exposing them to adventure activities designed to encourage self-discovery and character building. Previous studies have focused on the impact of rehabilitative adventure therapy programmes and adventure education programmes for male dominated or co- ed environments, however little is known about girls' motivations for participating in adventure
This article presents the ongoing study that examined the effectiveness of a five-day Outward Bou... more This article presents the ongoing study that examined the effectiveness of a five-day Outward Bound course in Singapore among young, 149 female students aged from 13 to 16 years. ... The researchers also intend to investigate the motivational predictors of the participants' ...
Uploads
Papers by Abdul Kahlid